个性化教学辅导教案
20. He ________( 享受) reading English aloud every morning.
A
Bill is from Sydney. He can speak French and English, but he can' t speak Chinese. He has a pen pal in the United States. Her name is Lisa and she lives in New York. Bill' s favorite sport is basketball and he can play the guitar. Lisa' s favorite sport is tennis. She can't play the guitar, but she can play the piano and sing very well.
21.Bill is from ______.
A. Australia
B. France
C. the United States
D. the UK
22. Lisa is an ______.
A. Chinese
B. American
C. English
D. Japanese
23. What languages does Bill speak?
A. Chinese
B. French
C. English
D. B and C
24. What is Bill' s favorite sport?
A. tennis
B. volleyball
C. soccer
D. basketball
25. Which sentence is NOT right?
A. Bill has a pen pal in the USA.
B. Lisa lives in New York.
C. Bill can play the piano and Lisa can play the guitar.
D. Bill and Lisa like different sports.
B
26. We can learn to play ping-pong . A. at Mr Cai ’s house B. on Friday afternoon C. in School ’s P .E. Building D. from Monday to Friday 27. The Star Rock Band will meet every . A. Friday afternoon B. Monday morning C. Saturday afternoon D. Sunday morning
28. Cathy can sing well and she wants to meet some music lovers. She can______ .
A. call 368-5788
B. call 898-3343
C. meet Mr. Cai on Sunday
D. meet Tina on Saturday
C
Bill and his friends are in a big city. He takes a lot of food. His bag is big and heavy. Soon, Bill gets lost. He walks in the street for a long time and he feels tired (疲惫). It ’s eight in the evening, he goes into a restaurant. He asks for some drinks and soon he begins to sleep. When he wakes up (醒来)，he can ’t find any people in the restaurant. The door is closed and he can ’t go out. He finds a telephone number and begins to call Mt Jackson, the owner (主人) of the restaurant.
“Hell o,” says the boy. “When do you open your restaurant, Mr. Jackson?”
The telephone wakes up the man and he isn ’t happy. So he says, “Don’t ask me about that. I can ’t let you in.”
“Oh, no! I want to go out.”
29. Bill ’s bag is big because _________.
A. there ’s a lot of clothes in it
B. he puts much food in it
C. he likes big bags
D. he takes many books
30. Bill goes to sleep because .
A. he gets home
B. he eats too much in the restaurant
C. he doesn ’t know where he can go
D. he’s very tired
31. Mr. Jackson thinks_____________.
Musicians Wanted Are you a music lover? Can you sing or dance? Can you play the guitar? Can you play the violin? Welcome to our Star Rock Band. Please call Tina at 898-3343 from Monday to Friday (8:30-11:00 am). We will meet every Sunday morning. Musicians Wanted Are you a music lover? Can you sing or dance? Can you play the guitar? Can you play the violin? Welcome to our Star Rock Band. Please call Tina at 898-3343 from Monday to Friday (8:30-11:00 am). We will meet every Sunday morning.
A. Bill wants to sleep in his restaurant
B. Bill wants to go into the restaurant
C. Bill leaves his bag in the restaurant
D. Bill wants to go out of the restaurant
D
Toby, an 11-year-old boy, is playing with a ball. The ball goes into the street and Toby runs for the ball. A car hit(碰撞) Toby.
An ambulance（救护车）takes Toby to the hospital in 30 minutes. The doctors at the hospital tell Toby’s parents, “Toby is in a coma.” Every day Toby’s parents visit him at the hospital. They sit next to Toby’s bed and talk to him. But Toby never talks to them. He just sleeps.
One day, Toby’s father says ,” Wake up, Toby. Wake up, come home and play with Rusty.” Rusty is Toby’s dog.
When Toby’s father says ’Rusty’, Toby moves his arm. “Rusty!”Toby’s father says again. Again, Toby moves his arm（手臂）.
Toby’s parents have an idea. They tell the nurse, “We want to bring Toby’s dog to the hospital.”The nurse says “OK”.
The next day, Toby’s parents bring Rusty to the hospital. When they put the dog on Toby’s bed, Toby opens his eyes and hugs（拥抱）the dog.
Toby’s parents bring Rusty to the hospital every day. One day Rusty jumps o nto Toby’s bed and scratches（抓）his arms. Toby says his first words“Bad dog!”.
After eight weeks, Toby is well. He leaves the hospital and goes home.
32. Toby is in the street when a car hits him.
A. visiting his father
B. walking with his dog
C. talking with his dog
D. running for a ball
33. The words “Toby is in a coma.”may mean (意思是)_____________.
A .Toby can’t wake up or talk B. Toby must leave the hospital
C. Toby needs to play sports
D. Toby is very healthy
34. wakes up T oby in the bed.
A. A doctor
B. A nurse
C. His dog
D. His father
35. From the story, we can learn that .
A. Toby can never talk at last
B. Toby likes playing basketball
C. Toby’s dog is bad
D. Toby is in hospital for about eight weeks
36. The best title（标题）for the story may be .
A. the parents’ love
B. Toby and Rusty
C. a story of Rusty
D. Toby’s family
五．课堂小结
这节主要复习了book one 的知识点及一些练习，通过今天的学习，希望学生能够掌握所学知识巩固所学内容。
课堂检测听课及知识掌握情况反馈
测试题（累计不超过20分钟）道成绩
教学需：加快□保持□放慢□增加内容□
课后
巩固
作业10 题巩固复习预习布置
签字年级组长：学管师：
老师课后老师最欣赏的地方：老师想知道的事情：
《典范英语》（1a-L5）教学参考 A Good Trick 教学参考的目的在于为实验课提供一个基本的思路和框架，帮助实验教师更好地把握课题理念。课题组鼓励实验教师结合学生的实际情况适当做出调整，将实验课上出特色。 一、教学目标 1. 语言能力目标：学生能够读懂故事情节；惟妙惟肖地模仿录音；绘声绘色地独立朗 读故事；能够看图说出故事中的实物名称（rug, sheet, big box, little box）；掌握字母“b” 的拼读规律。 2. 非语言能力目标：让学生在故事中体验变戏法的乐趣；通过观察Biff和Chip表演变 戏法，培养学生的观察能力和预测能力；使学生在表演中提升学习兴趣，培养表达能力。 二、课时安排 要求每周不少于两课时，每课时至少完成一个故事。 三、教师要求 1.教师课前须熟读故事，了解本课故事内容。 2.对于较难的单词，教师可板书，并配合动作和表情帮助学生理解。 3.全英文授课。 四、教学用具 多媒体设备、CD机、课件（课题组提供）、彩色打印的故事截图（见附录）、人物头饰（Biff, Chip）、人物图（Kipper）、毛绒玩具、小地毯、床单、大盒子、小盒子、小小盒子、小球。 五、课堂教学基本步骤 1. 导入（Lead-in）：了解“trick”的含义，激发学生对变戏法的兴趣 教师表演“大盒子套小盒子”变戏法，在师生互动中激发学生兴趣，让学生体会“trick”的含义。
（1）教师在课前准备好大盒子、小盒子、小小盒子和一个小球，把球装进小小盒子，把小小盒子套入小盒子，最后把小盒子套入大盒子。 （2）把套好的大盒子呈现给学生，提问：What is it? It is a box.It is a big box. 然后请学生猜：What’s in the box? （BQ: Is it a book? Is it a pen?） （3）打开大盒子，取出小盒子，提问：What is it? Oh, it’s a small box. What’s in the small box? （BQ: Is it a teddy bear? Is it a doll?） （4）打开小盒子，取出小小盒子，提问：Look! It’s a smaller box. What’s in the smaller box? （BQ: Is it another box?） （5）打开小小盒子，取出小球，提问：What is it? It’s a ball. 之后，教师导入故事：I did a trick just now. Do you like the trick? Is it a good trick?（请学生自由回答）There is another trick in our book. Let’s learn the story A Good Trick.（教师板书故事标题） 2. 看图讲故事（Storytelling）：理解故事情节，观察细节，预测情节，体会乐趣 教师利用课件逐幅播放故事图片，并用丰富的表情、生动的英文和适当的肢体语言给学生绘声绘色地讲故事，引导学生仔细观察图片，预测故事情节，感受游戏的乐趣。 （Picture 1）Look! Who are they? （指向Biff和Chip） They are Biff and Chip. What were they doing? They were doing a trick. It was the Biff and Chip Show.（指向图片中的文字） Who watched the show? Mum, Dad, Wilf and Floppy.（指向图片中的观众） Who was not here? Kipper. Where was Kipper? （只提问题让学生思考） What’s this?（BQ: Is it a box?）（指向图片中的小地毯） It’s a rug. “We are going to do a trick. Here is a rug,”said Biff.（模仿Biff的动作） Chip pulled the rug off.（教师动作演示） （Picture 2）What’s under the rug?（指向图片中的床单） It’s a sheet. “Here is a sheet,” said Chip.（模仿Chip的动作） Biff pulled the sheet off.（教师动作演示） What’sunderthe sheet?（BQ: Is it a bed?）（让学生观察并猜测）（Picture 3）Look! Itis a big box.（指向图片中的大盒子） Biff and Chip lifted it.（教师动作演示） What’s under the big box? （指着大盒子下露出的小盒子）（Picture 4）Oh! It is a little box.（教师展示实物） What’s in the little box?（BQ: Is it Floppy?）（指着小盒子里露出的一抹黄色）（Picture 5）Ah!It’s Kipper. Is it a good trick? （让学生自由作答） What a good trick!Everyone was happy. 教师要注意启发学生思考，每次提问之后稍作停顿，不要急于说出答案，先观察学生的反应，如果学生仍回答困难，再进一步给出提示引导学生作答。 3.听录音模仿（Listening and Imitating）：听懂录音并模仿出标准的语音语调
一、词汇&短语 1.目击 v._____________________ 2.暂停 vt./n. __________________ 3.每年的adj. _________________ 4.拖,拉 vt. __________________ 5.催促vt._____________________ 6.深(度) n. ____________________ 7.协作 n._____________________ 8.住所 n._____________________ 9.相对的_____________________ 10.逃离v. _____________________ 11.放弃 vt. ____________________ 12.帮助(某人)摆脱困境 _________ 14．________________ 瞄准 13．________________ 优于；在……前面 15．________________ 靠近 16．________________ 在此期间；与此同时 17．帮助(某人)摆脱困境或危难 二、知识详解 1. 【原句】that this was just a story but then I . 当时我以为只是一个故事罢了，但是后来亲眼看见了，而且见过多次。 witness vt 当场见到；目击 n 目击者；证人；证据 be (a) witness to sth 目击，看见 witness sth 见证，目击，作证 bear/give witness to 为…作证，为….的证人 witness to doing (在法庭上)作证 1).His good health is a to the success of the treatment. 他身体健康证明这种疗法是成功的。 2).Police have appealed for anyone who to contact them. 警方呼吁凡是目击这一事件的人与他们联系。 3).He seen the man enter the room.他证明看到那个人进了房间。 4).She the case, but didn’t want to give/bear witness. 2.【原句】On the afternoon I arrived at the station, , I heard a loud noise coming
Unit 1 Living well 知识目标 1．Get students to learn the useful words and expressions in this unit. eyesight，ambition，disabled，beneficial，in other words，clumsy，adapt，microscope，out of breath，absence，stupid，fellow，annoyed，all in all，industry，tank，make fun of，encouragement，adapt to 2．Help students to learn about disabilities and life of the disabled. 能力目标 1．Let students read the passage Marty's Story to develop their reading ability. 2．Enable students to know that people with disabilities can also live well. 情感目标 1．By talking about disabilities and life of the disabled，make sure students can learn some positive stories of the disabled. 2．Help them understand more about how challenging life can be for the disabled. 3．Develop students' sense of cooperative learning.
外研社三起点五年级下册英语教学计划 徽王实验小学郭南南 一、教学内容分析 本学期的教学要在上学期的基础上引导学生进一步强化听说能力, 并同时形成初步的读 写能力。随着读写要求的提高, 在这个阶段, 应让学生从以活动为主的动态学习逐渐过渡到以阅读为主的较为静态的学习, 因此在课堂上要逐步减弱活动式学习的分量, 逐步加大课堂中阅读与书写的分量。教师在教学中要有目的地转变三四年级教学的方式, 做到心中有数, 逐步过渡到高年级英语的教法, 由于学生有前两年多的学习的知识和能力的积累, 在教学中, 可适当放手让学生独立完成学习任务,促进他们各方面能力的提高。 二、学生情况分析: 从学生的学习态度、习惯来看, 本班学生在学习习惯较差、学习态度一般, 整个学生自我表现不够突出,不能自觉表达自己的学习观点,思维不够开阔。 三、教学计划: 本册书进一步复习归纳单词读音和一些新的语音规则(如:元音字母和辅音字母组合的读音规则等) ,这部分出现的单词要求能听懂、能认读即可;这部分的教学可以结合直拼法,培养学生能初步做到见词能读、听音能写的能力。 1、词汇:本册要求学生听说读认掌握的单词量比较大,我认为可根据自身的情况要求学生背诵单词, 尤其是好生更要强调背诵, 因为五年级的孩子已具备背诵单词的能力, 而且有意 识地要求背诵,能提高学生对单词的熟悉度,对学生认读和阅读有好处,但应该强调的是, 对于中下生应该降低要求,切不可强求,以免他们对英语学习更加失去信心。 2、语篇:共有10篇加2篇阅读短文,每模块的第一单元是新语言呈现单元,学生能在老师的帮助下领会每一幅图片所讲述的内容、找到本文中主要词语和语句中动词时态变化的特征(让学生知道英语动词有形式变化即可,不作进一步的解释) ,通过不同的训练形式让学生听懂,认读并能开口说话交际,有意识记一些“四会”英语词汇;第二单元主要是让学生在第一单元学习的基础上进行知识的巩固和语言运用能力的提高。引导学生进行知识滚动和积累,避免学生知识的回生。让学生能较流利地正确使用所学语言进行口头交际。U2练习1的句型要让学生能听会说。U1和U2的重点句型要让学生充分进行听说操练,并可要求学生模仿书写,培养正确书写英语句子的能力和习惯。 3、句型和语法:第六册的教学重点是强化学生初步的读写能力的形成,语法方面中要求学生知道英语动词有形式变化即可。书中
《典范英语》(1b-L1) 教学参考 -CAL-FENGHAI-(2020YEAR-YICAI)_JINGBIAN
《典范英语》（1b-L1）教学参考 Floppy’s Bone 教学参考的目的在于为实验课提供一个基本的思路和框架，帮助实验教师更好地把握课题理念。课题组鼓励实验教师结合学生的实际情况适当做出调整，将实验课上出特色。 一、教学目标 1. 语言能力目标：学生能够理解故事情节；听懂故事录音；惟妙惟肖地模仿录音；绘声绘色地独立朗读故事；认读bone, had, took, ran, after, ate等单词；能看图复述主要故事情节；掌握字母“r”的拼读规律。 2. 非语言能力目标：通过让学生观察图片预测故事情节培养学生的观察力和想象力；帮助学生观察因Floppy抢骨头而惹出的一系列麻烦和故事出人意料的结尾，从而体会阅读的快乐；培养学生敢读、敢表达的自信和勇气。 二、课时安排 要求每周不少于两课时，每课时至少完成一个故事。 三、教师要求 1. 教师课前须熟读故事，了解故事内容。 2. 对于较难的单词，教师可板书，并配合动作和表情帮助学生理解。 3. 全英文授课。 四、教学用具 多媒体设备、CD机、课件（课题组提供）、图片（大狗、小狗、骨头、人物图）、故事图片。 五、课堂教学基本步骤 1. 导入（Lead-in）：猜测故事内容，引入故事情境 教师展示骨头图片和故事标题（见课件），引导学生猜测故事内容。 （1）教师展示骨头图片，并与学生互动： Look! What’s this （指向骨头）
Who like bones? （BQ: Does Floppy like bones） （2）展示故事第一幅图，与学生互动，并自然过渡到讲故事环节： Look! Who had a bone （BQ: Did Floppy have a bone Did the little dog have a bone） Did the little dog want the bone? What would happen to Floppy and the little dog Let’s learn the story Floppy’s Bone. 2. 看图讲故事（Storytelling）：理解故事情节，观察Floppy追逐小狗的过程 教师利用课件逐幅播放故事图片，并用丰富的表情、生动的英文和适当的肢体语言给学生绘声绘色地讲故事，引导学生观察Floppy追逐小狗过程中惹出的各种麻烦，感受故事出人意料的结尾。 （Picture 1） Floppy had a bone. （指向骨头） What was Floppy doing （BQ: Was he sleeping） Here came a little dog. （指向小狗） What would happen next （Picture 2） The dog took the bone. Floppy was cross. Floppy ran after the dog. Floppy hit the clothes basket. （指向晾衣篮） Crash! Oh no! （Picture 3）“Come back!” said Mum. She ran after Floppy. Why did she run after Floppy （指向Floppy脖子上的衣服） Floppy took the clothes. Oh no! Look at Dad. Would he help （指向Dad） （Picture 4）“Come back!” said Dad. He ran after Mum. Why did Dad run after Floppy （指向高尔夫球车） Oh no! Floppy took the cart. Who were there （指向Biff和Chip） Biff, Chip, Look out! （Picture 5）“Come back!” said Biff and Chip. They ran after Dad. Why （指向风筝） Oh no! Floppy took the kite. （Picture 6） The dog stopped. Bang! Crash! Bow-wow! Ouch! What happened （指向大狗） A big dog took the bone.
人教版高中英语选修7Unit1 一、教案背景 ，面向学生：√中学□小学2，学科：英语 2，课时：23，学生课前准备：熟悉课相关的重要词汇，本文的话题是围绕“残疾、残疾人的生活”展开 的介绍残疾人积极进取的生活，紧扣了本单元“身残志坚”的主题。引导学生谈论对“残疾”这一话题的看法，让学生了解残疾人取得的成就进行讨论，通篇阅读全文，把握文章的大 意让学生了解F amily Village网站的基本情况。借助标题和图片讨论该网站的主要内容和作用。 二、教学课题 知识与技能目标：I、让学生掌握以下单词和短语的用法： ambition,absence,beneficial,adapt,annoy,access,in other words, all in all,cut out, in many ways,resign, congratulation II、让学生学会运用以下重点句型： 1.She was proud to have recently presented her country in an athletics competition. 2.F o r d i s a b l e d c u s t o m e r s i t w o u l d b e m o r e c o n v e n i e n t t o p l a c e t h e t o i l e t s n e a r t h e e n t r a n c e t o t h e cinema. 过程与方法目标：1、带领学生讨论问题2、阅读全文，找出重点单词、短语和句型，加以分析讲解，使学生达到学以致用的境界。3、学习正式信件的写法和用语 4、引导学生去体会马蒂菲尔丁的情感变化，提高他们关心、理解、帮助他人的意识。 三、教材分析 Reading部分，由残疾人Marty Fielding 在网页上叙述自己的故事，他患了至今无法认识的 肌肉疾病，身心倍受摧残，但痛苦的磨练也让他变得更加坚强，更好地认识人生，决心要过好人生的每一天：“Live one day at a time”他展示了他复杂的情感变化过程：希望破灭后的迷惘、焦虑、恐惧、对同情和理解的渴望，以及自我接受、被人接受后重新燃起的希望和喜悦。 教学重点： 1、重点的单词、词组及句型用法 2、训练学生总结归纳段落大意的能力 3、培养学生关心、帮助残疾人的良好意识，激发学生自尊、自立、自强的精神 教学难点： 1、重点单词短语的用法 2、学习正式信件的写法和用语 3、深入理解和进一步运用语法动词不定式 教学之前确定教学重难点，上网搜索Family Villaged的资料，了解其情况，确定恰当的教学方法与参考资料。然后根据教学的需要，引导学生上网搜索出有关课文的录音与图片，让学生熟读读课文，培养英语语感。看到相关的图片之后，提高学生主动关心、帮助弱势群体的意识，同时学习以乐观的态度、顽强的毅力面对人生。 四、教学方法 讲授法、演示法、训练法、课堂讨论法 1、讲解重点的单词、短语以及动词不定式的用法 2、演示经典句型例子，播放相关图片
小学英语语法及习题 一、名词复数规则 1．一般情况下，直接加-s，如： book-books, bag-bags, cat-cats, bed-beds 2．以s. x. sh. ch结尾，加-es，如： bus-buses, box-boxes, brush-brushes, watch-watches 3．以“辅音字母+y”结尾，变y为i, 再加-es，如： family-families, strawberry-strawberries 4．以“f或fe”结尾，变f或fe为v, 再加-es，如： knife-knives 5．不规则名词复数： man-men, woman-women, policeman-policemen, child-children，policewoman-policewomen, mouse-mice ，foot-feet, tooth-teeth，fish-fish, people-people, Chinese-Chinese, Japanese-Japanese 写出下列各词的复数 I _________him _________this ___________her ______sand_____ watch _______child _______photo ________diary ______day_____ foot________ book_______ dress ________tooth_______ man_____ sheep ______box_______ thief _______ peach______ wich ______ woman_______ paper_______ juice___________ water_______ milk________ rice__________ tea__________ strawberry ________
外研版高中英语选修7 全册教学设计教案
目录 Module 1 Basketball-Period 1 Module 1 Basketball-Period 2 Module 1 Basketball-Period 3 Module 1 Basketball-Period 4 Module 1 Basketball-Period 5 Module 1 Basketball-Period 6 Module 1 Basketball-Period 7 Module 1 Basketball-Section 1 Background readings Module 1 Basketball-Section 2 The Analysis of the Difficult Sentences Module 2 Highlights of mey senior Year-Period 1 Module 2 Highlights of mey senior Year-Period 2 Module 2 Highlights of mey senior Year-Period 3 Module 2 Highlights of mey senior Year-Period 4 Module 2 Highlights of mey senior Year-Period 5 Module 2 Highlights of mey senior Year-Period 6-7 Module 2 Highlights of mey senior Year-Section 1 Background Readings Module 2 Highlights of mey senior Year-Section 2 The Analysis of the Difficult Sentences Module 2 Highlights of mey senior Year-Section 3 Words and Expressions Module 3 Literature-Period 1 Module 3 Literature-Period 2 Module 3 Literature-Period 3 Module 3 Literature-Period 4-5 Module 3 Literature-Period 6-7 Module 3 Literature-Section 1 Background readings Module 3 Literature-Section 2 The Analysis of the Difficult Sentences Module 3 Literature-Section 3 Words and Expressions Module 3 Literature-Task Module 4 Music Born in America-(Period 5-6) Module 4 Music Born in America-(Period 7-9) Module 4 Music Born in America-Period 1 Module 4 Music Born in America-Period 2 Module 4 Music Born in America-Period 3 Module 4 Music Born in America-Period 4 Module 4 Music Born in America-Section 1 Background Readings Module 4 Music Born in America-Section 2 The Analysis of the Difficult Sentences Module 4 Music Born in America-Section 3 Words and Expressions Module 5 Ethnic Culture-Grammar1 Module 5 Ethnic Culture-Grammar2 Module 5 Ethnic Culture-Introduction Module 5 Ethnic Culture-Reading and Vocabulary(1) Module 5 Ethnic Culture-Reading and Vocabulary(2)
高二英语选修7教案 【篇一：高二英语选修7 unit5教案】 unit 5 travelling abroad Ｉ.单元教学目标 iii. 教材分析与教材重组 1. 教材分析 本单元以travelling abroad为话题，旨在通过单元教学，使学生了解在国外旅行或学习时可能会遇到的一些问题，并学会怎样去解决问题和避免这样问题的发生。学会表达和支持个人观点，能用所学的有关travelling abroad的词汇描述在国外居住生活的情况，在国外旅游时能根据所给的信息选择恰当的旅游线路，能推测什么事情可能会发生，哪种情况不会发生，会正确使用非限制性定于从句。 1．1 warming up 提供了四个有关旅行的问题，让学生用已有的知识和 经验讨论在国外居住或旅行会遇到什么问题，并且该如何来解决这些问题。 1．2 pre-reading是reading的热身活动。提供了两个问题，它要求采用与同学讨论交流的方式谈论在国外学习的利与弊，激发同学们的学习兴趣。 1．3 reading是一篇介绍中国女孩谢蕾在伦敦学习的情况。使学生对比在国内学习与在国外学习的不同。try to understand some of the benefits and difficulties she has in london. 1．4 comprehending 练习1通过四个问题来检查学生对课文的细节的理解。 练习2以图表的形式来分析在国外学习的利与弊。 练习3设置了五个讨论题，通过这些话题的谈论，挖掘文章的深层含义，激活学生自身的认知能力和思想认识能力。 练习4是概括能力训练题，在理解的基础上，重点训练学生的概括能力。 1．5 learning about language分词汇和语法两部分。其中，discovering useful words and expressions是训练学生在语境中掌握词汇的能力，帮助学生加强动词变化形式的意识。revising useful structures 是关于非限制性定于从句，旨在训练学生对定语从句的理解、掌握和运用，并通过语法练习加以巩固。
《典范英语》（1a-L2）教学参考 Six in a Bed 教学参考的目的在于为实验课提供一个基本的思路和框架，帮助实验教师更好地把握课题理念。课题组鼓励实验教师结合学生的实际情况适当做出调整，将实验课上出特色。 一、教学目标 1.语言能力目标：学生能够读懂故事情节；惟妙惟肖地模仿录音；绘声绘色地独立朗读故事；能看图识别故事中的一家人并认读其名字；能认识数字one, two, three, four, five, six；初步掌握字母“d”的拼读规律。 2.非语言能力目标：使学生充分感受一家人一起读故事的乐趣；通过引导学生观察床上人数的变化和预测故事情节培养其观察力与想象力；通过数字游戏激发学生兴趣，锻炼其表达能力并学以致用。 二、课时安排 要求每周不少于两课时，每课时至少完成一个故事。 三、教师要求 1. 教师课前须熟读故事，了解故事内容。 2.对于较难的单词，教师可板书，并配合动作表情帮助学生理解。 3. 全英文授课。 四、教学用具 多媒体设备、CD机、课件（课题组提供）、单词卡（one, two, three, four, five, six, doll, door, dog）、图片（故事原图，doll, door, dog）、句子卡（见环节5）。 五、课堂教学基本步骤 1.导入（Lead-in）：认识数字0-10的英文表达 通过跟唱数字歌，引导学生认识0-10英文数字，并能看图数一数，为看图讲故事做好铺垫。 （1）播放1-2遍数字歌The Number Song（见课件），带学生一起边唱边做动作。 （2）教师板书故事标题，让学生观察并回答问题： Today, we are going to learn a story about numbers. Can you see a number in the title Six. Can you read the title Six in a Bed. Who were in the bed Let’s find the answer in the story. 2. 看图讲故事（Storytelling）：理解故事情节，体会一家人一起读故事的乐趣
Unit 5 Travelling abroad Ｉ.单元教学目标
III. 教材分析与教材重组 1. 教材分析 本单元以travelling abroad为话题，旨在通过单元教学，使学生了解在国外旅行或学习时可能会遇到的一些问题，并学会怎样去解决问题和避免这样问题的发生。学会表达和支持个人观点，能用所学的有关travelling abroad的词汇描述在国外居住生活的情况，在国外旅游时能根据所给的信息选择恰当的旅游线路，能推测什么事情可能会发生，哪种情况不会发生，会正确使用非限制性定于从句。 1．1WARMING UP 提供了四个有关旅行的问题，让学生用已有的知识和经验讨论在国外居住或旅行会遇到什么问题，并且该如何来解决这 些问题。 1．2 PRE-READING是READING的热身活动。提供了两个问题，它要求采用与同学讨论交流的方式谈论在国外学习的利与弊，激发同学们的学习兴趣。 1．3 READING是一篇介绍中国女孩谢蕾在伦敦学习的情况。使学生对比在国内学习与在国外学习的不同。Try to understand some of the benefits and difficulties she has in London. 1．4 COMPREHENDING 练习1通过四个问题来检查学生对课文的细节的理解。 练习2以图表的形式来分析在国外学习的利与弊。 练习3设置了五个讨论题，通过这些话题的谈论，挖掘文章的深层含义，激活学生自身的认知能力和思想认识能力。 练习4是概括能力训练题，在理解的基础上，重点训练学生的概括能力。 1．5 LEARNING ABOUT LANGUAGE分词汇和语法两部分。其中，Discovering useful words and expressions是训练学生在语境中掌握词汇的能力，帮助学生加强动词变化形式的意识。Revising useful structures 是关于非限制性定于从句，旨在训练学生对定语从句的理解、掌握和运用，并通过语法练习加以巩固。 1．8 USING LANGUAGE中的第一部分Listening要求学生先根据秘鲁的地图谈论有关秘鲁这个国家的一些情况, 然后完成三个相应的任务型练习。首先是要求学生在听第一遍时能完成听力练习1的任务，即：选择那些是Lia喜欢做
2012高二英语教学设计Unit 4 Sharing：Period1Warming Up and Listening （新人教版选修7） 设计者周萍 教材分析 本单元的话题是Sharing，主要涉及帮助弱者、志愿服务、合作分享等。通过听、说、读、写等各种活动学习相关的语言知识，使学生了解世界上很多地方依然很落后，从而懂得同情，学会分享。了解一些志愿者工作的信息，培养学生互助合作的精神和社会责任感。结合针对短文话题的探讨激发学生的国际意识，通过各种渠道力所能及地为贫困地区的孩子作出自己的贡献。 Warming Up部分是一个调查，分成三项任务：首先回顾自己曾经做过的助人为乐的好事，并采访三位同学；然后，根据调查内容列举班级同学所做的好事；最后讨论volunteer 的内涵。通过这些任务，让学生懂得什么是“帮助”，反思自己是否乐于助人，以及怎样做才是“志愿者”，由此为后面的短文学习做好铺垫。 Pre－reading是Reading的热身活动。交代了阅读文章的文体(letter)和作者(a young Australian woman，Jo)，还根据她在PNG拍的10张照片提出了5个问题，回答这些问题有助于学生加深理解“志愿者活动”的意义。 Reading是一篇Jo写给Rosemary的信。其中介绍Jo在PNG(Papua New Guinea)的一个小山村教书。在她写给Rosemary的信中，作者描述了该村学校的情况和去一个学生家做客的经历，使学生感受到PNG的儿童生活处境的艰难，更加珍惜自己的学习机会。 Comprehending是根据短文设计的阅读理解试题。第一个练习要求学生读懂书信的内容，用表格的形式帮助学生整理书信中提到的关于巴布亚新几内亚村落生活及风俗习惯的信息，属于细节题。第二个练习要求学生对文中提到的五个现象进行分析，说明原因，属于细节推理题。第三个练习要求学生通过阅读分析生活在小山村中的积极面和消极面，这个练习进一步地开阔学生的思维，使学生对艰苦的生活有更深的理解。第四个练习要求学生小组活动，讨论四个问题，进一步巩固学生对于课文内容的理解，并且让学生联系自己的实际情况，通过比较校舍、教学条件、生活状况等方面的问题，引发学生的深层思考，谈谈自己是否愿意参加志愿者活动。第三、四两个练习都属于深层思考的问题。 Learning about Language分词汇和语法两部分。其中，第一部分是有关此篇短文中的重点单词和短语。设置了三个练习，一是根据所给解释从所学词汇中选择相应的单词；二是用恰当的词汇完成一篇短文；三是根据解释组成词组，并用词组编对话。第二部分是有关限制性定语从句的复习。首先从课文中找出含有限制性定语从句的句子；然后用定语从句完成句子，对定语从句加以运用；再用含有定语从句的句子回答问题；最后是两人结对活动，进一步练习使用定语从句。 Using Language是对Reading的延伸。通过阅读，参与“Give an unusual gift”的活动。这个部分由三个部分组成，综合训练学生听说读写四个方面的能力。“读与说”通过图文结合的方式，介绍了一些特殊的礼品——为穷人和真正需要它们的人选购礼品。阅读之后，完成两个练习：回答问题和把礼物名称和详细介绍配对。“听与说”部分是采访默里大夫的经历，以听力训练为核心设置了四个活动。1.讲述一个人的生平，用到了时间表达法；2.通过列表
Good English Lesson 8 教学目标: 了解get on 的意思 准备图片： P1: T oady, we are talking about an exciting game. That is the banana boat. But how to play this game? P2: At first, you need this. Banana boat. You come to a banana boat and get on it. Then, what’s next step? P3. Then, a motorboat will drag the boat and you can ski on the water. And what will happen, if you ski really fast? Let’s open the book and find out. 注意点： 1. 每张图片的讲课顺序要重复，方面孩子感知和记忆 2. 指图要准确，图片没有的信息避免表达出来，导致孩子因为无法对应而走神 3. 多进行互动问答交流 P4 The story is called, Get on
P5 Look in the picture. We see Kipper’s family. There are dad, mom, Chip, Biff and Kipper (挨个指图) Where were they? They were at the beach (指图) What were they doing on the beach? They were playing banana boats. Dad said to the kids, get on. Who would get on the boat at first? P6 Mom said, get on, Biff. Who did she ask to get on the banana boat (指图)？She asked Biff (指图) to get on the boat. P7 Biff got on the banana boat. And who would get on the boat next? P8 Mom said, get on, Chip. Who did she ask to get on the banana boat (指图)？She asked Chip (指图) to get on the boat.
UNIT2 The First Period Reading Teaching goals 教学目标 1. Target language目标语言 a. 重点词汇和短语 fiction, cartoon, desire, satisfaction, absent, alarm, alarmed, smooth, embarrass, sympathy, elegant, pile, scan, fingernail, absurd, haircut, accompany, curtain, cushion, carpet, paint, awful，affair, firm, firmly, declare, victory, envy, marriage, test out, ring up, turn around, leave alone b. 重点句型 1. She felt embarrassed and quickly told him to go. 2. Claire thought it was ridiculous to be offered sympathy by a robot. 3. By the amused and surprised look on her face, Claire knew that Gladys thought she was having an affair. 2. Ability goals能力目标: Help students to learn about robots and science fiction. 3. Learning ability goals学能目标： Enable students to realize science fiction reflects scientific thought; a fiction of things-to-come based on things-on-hand. Teaching important points教学重点 Teach students to enjoy science fiction. Enable students to grasp what Tony did to help Claire and how her emotion developed during To ny’s stay at her house. Help students to sum up characteristics of science fiction.
Unit1 Reading，Speaking and Writing优秀教案 设计方案一 Teaching aims 1．Enable students to learn some useful words and phrases. adequate，access，accessible，handy，row，basement，outwards，exit，meet with sb.'s approval，dignity，profit，community 2．Enable students to express their ideas in a polite way. 3．Enable students to write a letter of suggestion. Lead－in Show pictures of a cinema，including inside and outside facilities and ask students to discuss what problems that people with disabilities sometimes have in a cinema. (Divide students into different groups. Each member is encouraged to think actively and participate in the discussion. Make sure all students have their own opinions.) Reading 1．Introduce Alice to the students. Alice is a warm－hearted girl. She cares for the disabled very much. When she learned a new cinema is going to be built，she wrote a letter to make suggestions. Here is the letter that gives suggestions to the architect who is to design the new Bankstown cinema.(See Student's Book Page 8) 2．Skim the reading passage A Letter to an Architect to find out what suggestions Alice gives in the letter. (1)There should be adequate access f or wheelchairs. (2)It would help to fit sets of earphones to all seats，not just to some of them. (3)The seats at the back should be placed higher than those at the front. (4)For disabled customers，it would be more convenient to place the toilets near the entrance to the cinema. (5)There are usually spaces specially reserved for disabled and elderly drivers.